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Dyfuzja wiedzy akademickiej w praktyce zawodowej. Założenia badań

100%
Szumigraj M.
Rocznik Lubuski
|
2010
|
vol. 36
|
issue 1
267-277
EN
The author describes theoretical basics on students' knowledge diffusion and its usage in their careers. The main questions is: Does and how academic knowledge change in current and future careers? The author recalls the most important assumptions about diffusion elaborated by sociologists and anthropologists. He draws a conclusion to own research. The paper consists of four parts. The first one conveys the thesis that academic knowledge transmission can be seen as diffusion. Then there is a debate on understanding diffusion in art. Further on, the author discusses the research, and finally he describes diffusion as a change.
2
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Kompetencje doradcy w autopercepcji studentów

100%
Szumigraj M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2016
|
vol. 17
141-155
PL
Artykuł składa się z trzech zasadniczych części. W pierwszej autor uzasadnia podjętą przez siebie tematykę, nawiązując do wcześniejszych prac ilustrujących proces stawania się refleksyjnym doradcą. W drugiej, na podstawie wybranej literatury rekonstruuje obszary kompetencji osób pomagających. Są to: wiedza merytoryczna, umiejętności szczegółowe, postawy wobec osób radzących się, świata i siebie samego. W trzeciej zasadniczej części autor przedstawia wyniki analizy pisemnych wypowiedzi studentów pedagogiki specjalności pomoc społeczna i socjoterapia na temat „Moje kompetencje osoby pomagającej”. Oprócz listy około 60 kompetencji zidentyfikowanych w pracach studentów, których posiadanie sobie przypisują, autor opisuje źródła kształtowania się tych kompetencji, wskazywanych przez samych studentów. Lektura artykułu skłania do refleksji nad podjęciem zmian w procesie kształcenia osób wyrażających zamiar pracy w zawodach pomocowych.
EN
The article consists of three main parts. In the first part the author justifies his subject referring to earlier works illustrating the process of becoming a reflective counsellor. In the second, on the basis of selected literature, reconstructs areas of competence. These are: knowledge, specific skills, attitudes to clients, to the world and to himself. In the third main part the author presents the results of the analysis of the papers of students of pedagogy (specialty welfare and sociotherapy) on the topic “My counsellor competence”. In addition to a list of about 60 competencies identified in the students’ papers, the author describes the source of development of these competencies, indicated by the students themselves. Reading the article tends to reflect on making changes in the teaching and training of students who intend to work in assistance occupations.
3

THE CLIENT OF CAREER COUNSELING. WHAT DO WE KNOW ABOUT IT?

100%
Szumigraj M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2007
|
vol. 8
127-137
EN
The article presents research results on clients of vocational and career counseling in Poland over last 15 years. It presents an attempt of systematization of knowledge concerning client counseling. The author invokes statistic data, and conclusions from qualitative research. They concern persons, who sought counceling of advisors from job office, pedagogical and psychologically bureau and other institution. The purpose of this comparison is an attempt to create an average client's profile. It turns out that average client is more frequently woman than man. She or He expects directive attitude of counselor, but probably, She or He is an active and an entrepreneurial person. Next, the author interprets this profile using a 'habitus theory' by P. Bourdieu.
4

AS THE TWIG IS BENT, THE TREE IS INCLINED. ABOUT ADULT STUDENTS' SURVIVAL STRATEGIES (Czym skorupka za mlodu nasiaknie, tym na starosc traci. O strategiach przetrwania uczniów doroslych)

100%
Szumigraj M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2009
|
vol. 10
129-138
EN
The paper is a collection of reflections and observations concerning adult students' behavior during classes. It consists of five parts. The first one lists the characteristics of adult students. Part two presents features of educational situation of the students. The third segment signals survival strategies characteristic of young learners, whereas part four discusses kinds of behaviors observed in adult students. The last part contains the conclusion. The author brings forward two theses that require further research. The first one says that students' participation in formalized education triggers behaviors acquired during earlier stages of education, while the other refers to the claim that adult students' behavior does not differ much from the strategies applied by young learners.
5

THE APPLICATION OF THE DOCUMENTARY METHOD IN COUNSELING STUDIES

100%
Szumigraj M.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2008
|
vol. 9
203-222
EN
The aim of the paper is to present and encourage interest in documentary practice, a qualitative research method developed by Ralf Bonsack in Germany and, among others, Slawomir Krzychala in Poland. The method allows to reconstruct actions undertaken by individual people as well as people treated as members of communities or institutions. The major assumption of the reconstruction analysis is to reconstruct experience structures (otherwise referred to as frames or orientation patterns) on the basis of interpersonal communication. Particular messages can assume various forms referred to as documents. The documents are contents, which can be communicated verbally (written down spoken utterances) or visually (pictures, photographs). According to the author the method can be successfully applied for collecting information about subjects involved in counseling: counselors and their clients. He presents the first attempts in applying the documentary method in research on counseling in Poland. The aim of the author is to present the interpretation procedure inspired by the documentary method. Hence, in principle, the discussion focuses on the procedure of interpretation (formulation and reflection) of an example of a group discussion among career advisors and presents the results in the form of a typological classification. The paper consists of two parts. The first outlines the major principles underlying the documentary method. The second, and the principal part of the article, present the process of interpreting the material collected during the group discussion. Particular topics raised (formulation) as well as orientation patterns (reflection) assumed by the counselors during the discussion are described in a precise and detailed way.
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